BUILDING SONG ACCOMPANIMENT STRUCTURES TO DEVELOP ELECTRONIC KEYBOARD ACCOMPANIMENT SKILLS FOR PRESCHOOL EDUCATION STUDENTS AT HONG DUC UNIVERSITY
Main Article Content
Abstract
Electronic-keyboard accompaniment skills are important for Preschool Education students; however, learners may rely on automatic accompaniment patterns and lack a structural approach to arranging. This study clarifies the role of accompaniment structure through document analysis, pedagogical observation, and analysis of 40 paired products from 40 third-year students before and after instruction. Purposeful organization of tonality-harmony, rhythm-timbre, introduction, presentation, development-climax, interlude, and ending made the accompaniments more coherent and expressive. The proportion of students rated Good/Very good increased from 27.5% to 67.5%, while the Not achieved level decreased from 25.0% to 5.0%. A structural approach contributes to organized musical thinking, develops accompaniment skills, and supports students’ ability to apply these skills in preschool education contexts.
Keywords
Accompaniment structure, electronic keyboard, accompaniment skills, preschool education, musical skills.
Article Details
References
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